UbD Lesson Plan
UbD Unit PlanTitle:The Revolutionary WarSubject/Course:Social StudiesTopic:American RevolutionGrade:5th Designers:Kellie Klein and Sandra MooreStage 1 – Desired ResultsEstablished Goals:State Competency/Competencies and Curriculum Codes (A [K/S], M, T)Understand the role of individuals and groups within a society as promoters of change or the status quo...roles of important individuals and groups in tech. and science. Fields..that specific individuals had a great impact on history ..the people, events, problems, and ideas that were significant in creating the history of their state..how democratic values have been exemplified by people, events, and symbolsStudents will be able to understand the difference between the Loyalists and the Patriots. (T)Students will be able to understand the major events of the American Revolution. Understandings:Students will understand that…1. Students will understand important figures/people of the American Revolution.2. Students will understand the difference of viewpoints of the Loyalists and Patriots.3. Students will have an understanding of the important events that took place.4. Students will understand the effects of the outcome of the American Revolution.Essential Questions:1. If you lived in the 1700’s would you side with the Loyalists and the Patriots?2. Why do you think America wanted independence from British rule? 3. Who do you think had the biggest impact on the American Revolution? What was their impact?4. What major event was a turning point in the American Revolution? Why?Students will know….Students will know the different views of the Loyalists and Patriots.Know the leaders who impacted one side or the other.Students will know the events leading up to, during, and just after the war.Students will know the causes of the American Revolution.Students will be able to….Students will be able to compare and contrast perspectives of Loyalists and Patriots.Students will be able to debate civilly.Students will be able to articulate an understanding of the importance of independence. Stage 2 – Assessment EvidencePerformance Task: Summary in GRASPS formHere is where you will develop a scenario for the activity/project. This section is for you to develop a guide for the students on what to do.Goal(s): At the end of the unit the students will create a powerpoint to be displayed behind them during a newscast that they write (printed script) about a certain event or person discussed during the unit. The students will be asked to answer the questions who, what, where, when, and why in their scripts. The students will also need to create a commercial depicting something that was used during the war. (ideas include tea, muskets, and wigs).Role:They will each take on the role of a news caster. Audience:The audience will be the class and teacher/paras. The presentations will be videotaped.Situation:The class will be mostly divided into groups of 2-3, with the occasional large group discussion and sharing.Performance:Present a newscast based on an event or person from the Revolutionary War. Included in the newscast students will act out one commercial advertisement.Standards:Design a newscast and commercial based off the Revolutionary War.Key Criteria: A rubric/checklist will be created. Items on the checklist will include: creativity, accuracy of information, grammar, printed script, props, and professionalism.Other EvidenceSummarized (tests, essays, work sample(s), etc.Students will have take-home assignments that reflect what they talked about in class, timeline of events, definitions, and a matching test at the end.Test Sections (Matching): Loyalist or Patriot, Event-Definition, Person-DescriptionStage 3 – Learning PlanLearning Activities Consider the WHERETO elementsThese questions are/can be directed as….What the teacher and/or the student do in regards to the WHERETO.WThe students will learn that there were two sides to the Revolutionary War; the Loyalists and the Patriots.The students will learn and understand the viewpoints of both sides of the Revolutionary WarThe students will be able to understand the major events of the American Revolutionary War.The students will be able to understand the meaning behind the events.The students will learn specifically about Paul Revere, Benedict Arnold, and John Hancock. The students will learn how these three figures influenced the Revolutionary War. HLesson 1: The students will watch a Youtube clip that begins to discuss the different viewpoints of the two sides, they will write down a few things they learn and one question about the video.Lesson 2: “We have the Loyalists and the Patriots. Now we need some action between them. Today’s lesson is going to teach us about some important events that happened during the Revolutionary War. Lesson 3: The students will fill out a KWL chart on either Benedict Arnold, Paul Revere, or John Hancock. ELesson 1: Students will be given the materials they need and will be given enough instructionLesson 2: Each group member will have the chance to read the article on their own before discussing it with their small group.Lesson 3: Students will be provided with internet use and also will be able to do research using books. RLesson 1: The teacher will have a series of questions and after each question students will go to the Loyalist side of the room or the Patriot side. The students will have a chance to explain why they went to the side they did. Lesson 2: The students will sum up the events that were talked about in large group discussion. This will also be the time for questions.Lesson 3: The students will be asked to tell the class what important facts they wrote down about each person discussed. ELesson 1: The students will be asked to write a definition for what it means to be a Loyalist and what it means to be a Patriot. There must be 3-facts present in each definition. This assignment will be done at home.Lesson 2: The students will be asked to match the event to a description. (during a final test)Lesson 3: The students will be asked to do research and gather their own informationTLesson 1: The teacher will assign which student is the computer monitor for each group.Lesson 2: Everyone is to contribute one fact to the graphic organizerLesson 3: There are multiple resources to use as in internet, books, and graphic organizers OLesson 1: The groups will have a T-Chart with the categories labeled. Large group explanation, creating small groups/assigning a computer monitor, individual group work time, and large group sharing. Everyone will have a special job during Lesson 2: Graphic organizer will be given to them with clear instructions for each section. Students will have time to read the article for themselves (at their pace), then group work where all contribute, and then large group sharing.Lesson 3: Everyone in the group will be assigned different roles such as two people will be in charge of the computer, one to be the recorder on the same KWL chart that your group already received, one person will be the researcher in the books and one will be the presenter. A picture is provided as well as KWL chart, books, and internet access. ResourcesWhat print and web resource best support the unit? Also provide additional resources used in planning for activities or during instruction. was Paul Revere? By Roberta EdwardsPaul Reveres Ride. By Henry WadsworthPaul Revere: Boston Patriot. By Augusta StevensonThe Notorious Benedict Arnold. By Steve ShienkinBenedict Arnold. By Susan GregsonBenedict Arnold: Hero and Traitor. By Liz SonnebornWill You Sign Here, John Hancock. By Jean FritzJohn Hancock. By Stuart KallenJohn Hancock, Independent Boy. By Kathryn SissonLesson 1: Loyalists and PatriotsPart 1: (W)The students will learn that there were two sides to the Revolutionary War; the Loyalists and the Patriots.The students will learn and understand the viewpoints of both sides of the Revolutionary WarPart 2: (H)“As we begin to talk about the American Revolution, you all are to begin to understand that in this war there are two very distinct sides; the Loyalists and the Patriots. To begin learning about the two sides we are going to watch a short video clip that will help you all begin to understand the two sides. This video will lead us into a large group activity where we will create a graphic organizer for both sides. During the video everyone needs to write down 2-3 facts you learned and 1 question that you have about the video.” (6-7 minutes)Video Link: 3: “In the groups that I assign you (2-3 students), I want you to spend 15-18 minutes on the internet looking for information on the Loyalists and the Patriots (E). One person is to be in charge of the computer, one to be the recorder, and if you have a third member they will insure that everyone is contributing to the T-Chart. It is asked that you have at least 5 items under each column (O).” The teacher will place students into groups of 2-3 and pass out the T-Chart and 1-laptop to each group. As the materials are being passed out the teacher will assign one group member to be the one in charge of the laptop (T) (15-20 minutes)At the end of the time, the student in charge of the laptop will return he laptop to its designated area and the students will sit with their other group member(s). The teacher will have a class size T-Chart up on the board or overhead. This is the time for sharing their findings. “All eyes up here and mouths closed. I want every group to share one thing they learned from their internet search and share it with the class (O). This will allow us to create a class T-Chart for comparison of both sides of the American Revolutionary War. I gave you the first fact for each side. The Patriots were those that sided with the American Colonies and the Loyalists sided with Great Britain.” Sharing begins (10-12 minutes)Part 4: (R)(10-12 minutes)“Now that we have built our background knowledge about Loyalists and Patriots during the American Revolution we are going to see how much we remember about these two groups. There is a sign hung on one side of the room that says Loyalist and a sign hanging on the opposite side of the room that reads Patriots. I am going to read off a fact that will be about either a Patriot or a Loyalist. Your task will be to walk to the side of the room in which you believe that fact belongs too; with the Patriots or the Loyalists. Go ahead and let’s have everyone stand up to listen to the first fact.”List of facts that will be read off to the students:Which group believed that they should be free and start their own country? (Patriots)Which soldiers were called the Lobster Backs? (Loyalist)Which group did George Washington, Paul Revere, and John Adams follow? (Patriots) Who felt their lives would be better off if the colonies remained under British rule? (Loyalists)Which group did Benedict Arnold support? (Loyalists)Which group was also referred to as Sons of Liberty, Rebels, and Whigs? (Patriots)Which group was also referred to as Tories, Royalists, and the King’s Friends? (Loyalists) Which group led the Boston Tea Party? (Patriots)Which group did not fight the taxes that were being put on the citizens? (Loyalists)Which group had a strong sense of duty to the British Crown? (Loyalists)Anticipate that during this activity not all students will answer correctly and there may be some disagreement on which side is the correct side. Below are a few questions that can be asked to the students after they have picked either Patriots or Loyalists. What facts tell you that this is the correct side?What clues let you know that it was the Patriot/Loyalists?Why do you think it’s the side of the Loyalist/Patriots?“Now that we have recapped what we learned about the Loyalists and Patriots we are going to spend the next few social studies class learning more specifically the events and people that impacted the Revolutionary War.” Part 5: EThe students will be asked to write a definition for what it means to be a Loyalist and what it means to be a Patriot. There must be 3-facts present in each definition. This assignment will be done at home.Lesson 2: Events of the American Revolution Part 1: (W)The students will be able to understand the major events of the American Revolutionary War.The students will be able to understand the meaning behind the events.Part 2: (H)“We have the Loyalists and the Patriots. Now we need some action between them. Today’s lesson is going to teach us about some important events that happened during the Revolutionary War. (2-Minutes)Part 3: “Today I am going to have you be the teachers for a specific event that happened during the American Revolutionary War. Each group (of 2-3 students) will be assigned a specific event and given a brief article on it. I want each group member to silently read the article (E). Then, as a group, I want everyone to contribute one fact (T) that they learned about their given event. When all the groups are done, you will share your findings with the rest of the class. To help with this I will pass around a graphic organizer (O) that you will be expected to fill out, as a group.” (4-minutes to explain, 6-minutes to read, 7-minutes for graphic organizer, 10-minutes for presenting)Part 4: (R)“Today in class we talked about six different events. I will call on each group so that they can share what they learned about their event. Each short presentations should tell us the name, date, and 1-2 important details about the event.” Students will share “So we have the Stamp Act, Boston Massacre, Boston Tea Party, Lexington and Concord, Valley Forge, and the signing of the Declaration of Independence. These are not the only events to shape the Revolutionary War, but they are all key events during the war. As you continue to study the American Revolutionary War, you will come to learn about many more events that happened during the war such as; more on Valley Forge, The Sugar Act, The Townshend Acts, and many more events.” (6-7 Minutes)Part 5: (E) The students will be asked to match the event to a description.Lesson Plan 3: People of the Revolutionary WarPart 1: (W)The students will learn specifically about Paul Revere, Benedict Arnold, and John Hancock. The students will learn how these three figures influenced the Revolutionary War. Part 2: (H)“Today’s focus will be on three specific contributors during the Revolutionary War. We will specifically be focusing on Paul Revere, Benedict Arnold, and John Hancock. Do any of these names sound familiar to people? Can anyone tell me something about Paul Revere? Benedict Arnold? John Hancock? Here are three photos of each of the men we are discussing. You will be in three groups of five. Each group will receive one of the photos of the three men we are discussing. Your job will be to look at the photo and discuss with you group what he may be thinking. You will also be filling out a KWL chart as a group focused on the photo of your person. (Split the students into mixed groups of all abilities at this time) Split up the students into three groups of five and distribute a KWL chart and a photo to each group. Allow 8 minutes for the student to discuss and fill out the chart. Part 3: “In your same assigned groups your goal is to answer the questions you have on your chart and also will be teaching the class about your specific person. I have provided books and you will also be using the internet to do research on your person and eventually share with the class what specific contributions they have made.(E). Two people will be in charge of the computer, one to be the recorder on the same KWL chart that your group already received, one person will be the researcher in the books and one will be the presenter. (O).” The teacher will set out the books of each of the three people the class is studying. At this point the laptops will be distributed and the groups can work on their small group project at this time.The books that will be provided will be as follows….(T) (20 minutes) Who was Paul Revere? By Roberta EdwardsPaul Reveres Ride. By Henry WadsworthPaul Revere: Boston Patriot. By Augusta StevensonThe Notorious Benedict Arnold. By Steve ShienkinBenedict Arnold. By Susan GregsonBenedict Arnold: Hero and Traitor. By Liz SonnebornWill You Sign Here, John Hancock. By Jean FritzJohn Hancock. By Stuart KallenJohn Hancock, Independent Boy. By Kathryn SissonAt the end of the time, the student in charge of the laptop will return he laptop to its designated area and the students will sit with their other group member(s). The teacher will have a class size T-Chart up on the board or overhead. This is the time for sharing their findings. “All eyes up here and mouths closed. I would like to now share with the class all the information that has been gathered! As each group is presenting it is your job to write down information or take notes on each one of the people being presented on. Who would like to present first? (Each group will present) (O).” Sharing begins (15 minutes)Part 4: (R)(5 minutes)“Now that we have heard all the great things that these people have contributed I want to hear what you thought were the important events to write down about each person. What were some facts that you find were important to know about Paul Revere? Benedict Arnold? And John Hancock? Good those were all great answers! Be sure to use those notes and look them over for when we do our final project which will be introduced during our next class.”Part 5: EThe students will be asked to draw a picture of each of the three men discussed and around the picture write important facts to know about this specific person. This assignment will be done at home.Unit Test:Section 1: Loyalist or Patriot:Who were called the “Lobster Backs”? (Loyalists)George Washington, Paul Revere, and John Adams were all___________? (Patriots)Which side did Benedict Arnold support? (Loyalists)Sons of Liberty (Patriots)Which group led the Boston Tea Party? (Patriots)Section 2: EventsMatch the event to its descriptionFirst direct British tax____(D)Shot heard around the world happened at this event____(B)Crispus Attacks was killed during this event____(F)Due to high taxes on this item, colonists protested during this event____(E)Choices: (Each will either be used once or not at all)Valley ForgeLexington/ConcordDeclaration of IndependenceThe Stamp ActThe Boston Tea PartyThe Boston MassacreSection 3: PeopleMatch the person or name to the descriptionPaul Revere is best known for____(C)The Revolutionary War was fought between____(A) Another name for the Loyalists____(E)Tax on all legal documents (Newspaper, cards…)____(B)Name of the group who protested the tax on tea____(D)Choices: (Each will either be used once or not at all)Patriots and LoyalistsThe Tea Act of 1773Midnight RideSons of LibertyTories ................
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